Two years ago Nova High School began to use interactive computer instr

Two years ago Nova High School began to use interactive computer instruction in three academic subjects. The school dropout rate declined immediately, and last year’s graduates have reported some impressive achievements in college. In future budgets the school board should use a greater portion of the available funds to buy more computers, and all schools in the district should adopt interactive computer instruction throughout the curriculum.”

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The argument urges the school board of Nova High School to allocate a greater portion of the available funds to buy more computers and recommends all schools in the district to adopt interactive instruction throughout the curriculum. The reasoning behind these suggestions is the significant decline in school dropout rate immediately after introduction of interactive instruction in three academic courses. The excerpt also mentions that last year graduates have reported impressive achievements in college. Though partially convincing on its face, the argument reveals some manipulated view of the reality and conveys an unwarranted statement for which no supporting evidence is not presented.
First of all, the argument readily assumes that introducing interactive computer instruction in three academic courses is the sole contributor to the immediate decline in school dropout rate and excellent performance of last year’s graduates. However, to claim such a strong cause and effect relationship among these factors, the argument has to consider and rule other factors that usually motivate students to pursue their studies and accomplish ambitious goals in colleges. For example, the reasons for less dropout may be attributed to the flourishing economy demanding more college graduates or growing concern among students regarding their future career. Clearly, This argument fails to demonstrate how a particular instruction method managed to obtain all those desired outcomes, and therefore the statement is unfounded and weak.
Second, the argument presupposes that the interactive method applied in three courses could equally work for all other courses taught in a school. However, common observation indicates that this may not be the case. Each subject is unique and requires different teaching procedure tailored to that subject. For example, while it is quite possible to instruct language courses via computerized instructions, practical assignments involved with pure science subjects such as chemistry, biology need face-to face interaction and discussion. Consequently, the idea to introduce interactive computer instruction throughout the curriculum is imprudent and unrealistic.
Another major problem with the view expressed in this argument is that it assumes that spending a major portion of the school fund to buy computers would not have any negative impact on other aspects of academic life. Although no one can deny the importance of information technology for interactive learning these days, exorbitant expenditure behind just one area would probably leave insufficient fund for qualified teachers. In fact, the argument sheds no light on this side of the situation and is therefore unconvincing. After all, without good instructor, no matter how advanced the instruction material is, one cannot expect good outcome.
In conclusion, for the above-mentioned flaws of the argument, it fails to make a case for the suggestion that schools should use a major portion of their fund to purchase computers and all schools in the district will make a wise decision by introducing interactive computer instruction throughout the curriculum. To strengthen the argument, the author has to present a concrete relationship between the instruction method applied and declining dropout rate. In addition, the other causes for the success of recent graduates have to be taken into account and eliminated.